When Policy Joins Practice

When policy joins practice

Task force examines how states and unions address professional development

By Joellen Killion and Linda Davin

April 2009

Policy influences practice. Policy has the capacity to strengthen practice by demanding accountability for both process and results through clear expectations as well as deliberate sanctions for failure to meet those expectations. Policies can also provide resources to meet expectations. In its 2007-2012 strategic plan, NSDC recognizes the role of federal, state, and local policy in contributing to and also creating barriers to effective professional development practice. A recent example of the impact of policy in education is the No Child Left Behind Act of 2001. This federal policy requires state education agencies to guarantee effective education for all students and to ensure that no student group is exempt from meeting high standards of academic success. As a result of this law, schools and districts

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References

National Staff Development Council, National Education Association, American Federation of Teachers, & Council of Chief State School Officers. (in press).

Joellen Killion

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Joellen Killion is a senior advisor to Learning Forward and a sought-after speaker and facilitator who is an expert in linking professional learning and student learning. She has extensive experience in planning, design, implementation, and evaluation of high-quality, standards-based professional learning at the school, system, and state/provincial levels. She is the author of many books including Assessing Impact, Coaching Matters, Taking the Lead, and The Feedback Process. Her latest evaluation articles for The Learning Professional are “7 reasons to evaluate professional learning” and “Is your professional learning working? 8 steps to find out.”